Al Khatib, Layan2024-06-272024-06-272015Al Khatib, L. (2015). The Relationship of Teacher’s Transformational Leadership Behavior and Process-based Curriculum with Democratic Classroom Climate and Participatory Citizenship (SBS thesis, Haigazian University)https://doi.org/10.62811/th.0145https://haigrepository.haigazian.edu.lb/handle/123456789/224The study examined Gutmann’s (1987) theoretical framework of democratic education in an empirical context of some private middle schools operating in Lebanon. The research examined the relationship of teachers’ Transformational leadership (TL) behavior and process-based curriculum with democratic classroom climate, as democratic means, and student’s participatory citizenship, as democratic ends, for middle school students in Lebanon. The sample consisted of 12 teachers and 301 students from grades 6, 7, and 8 in 4 schools. The instruments used were Multifactor Leadership Questionnaire (5x), Democratic Classroom Climate, and Participatory Citizenship. The results indicated no significant correlation between teacher’s TL behavior and Democratic Classroom Climate. Also, there was no significant correlation between teacher’s TL behavior and middle school students’ participatory citizenship. On the other hand, process-based curriculum schools scored significantly higher than non-process-based curriculum schools on democratic classroom climate. Moreover, process-based curriculum schools scored higher than non-process-based curriculum schools on students’ participatory citizenship with marginal significance. Further analyses showed that process-based curriculum schools score significantly higher than non-process based curriculum schools on teacher’s Transformational Leadership behavior. Thus, it is concluded that democratic means and ends, in addition to teacher’s TL behavior, are more evident at process versus non-process-based curriculum schools. Finally, as part of further analyses, a significant positive correlation between democratic classroom climate and participatory citizenship gives further support for Gutmann’s framework of democratic education in its means and ends.